Teacher: Ms. Godbout Office Location: Room 432 Office Hours: Blue Day 7:45-9:05 E-mail: ashley.godbout1@maine.edu
Summary of Unit
Functions are an extremely important tool in mathematics and have an abundance of use in the real world. Students will be able to learn how to show functions graphically and algebraically, and also be able to evaluate them. Students will be able to test for outputs using inputs and be able to show the relationship, arguing that a function is a rule. The students will learn this information and be formatively assessed using tools like Google Earth, Glogster, and iMovie. Using angle measurements and lengths students will be able to perform tasks like finding the slope of their favorite ski resort in North America and designing a balcony for Marriott Hotels across the country.
Establish Goals
Common Core Standards Grade Level: 8 Domain: Functions Cluster: Define, Evaluate, and Compare Functions Standards:
1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
2. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
3. Interpret the equation y = mx+b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.
Students will understand that
• a function is a rule that assigns to each input exactly one output.
• functions have properties that can be represented algebraically, graphically, or verbally.
• the equation y=mx+b defines a linear function (straight line) and the constant of proportion (m) is the slope.
Essential Questions
• Why is there an input for every output when evaluating functions?
• How can you solve systems of two linear equations?
• How can you explain y=mx+b?
Students will know
• Terminology: Slope, linear equation, linear function, x-cordinate,
y-cordinate, origin, y-intercept form
• Formulas: y=mx+b, slope, y-intercept, input/output table
• Critical Details: Express relationship between two quantities,
interpret components of relationship (slope and y-intercept), tables,
understanding graphs
Students will be able to
• show functions can be represented algebraically, graphically and verbally
• evaluate slope (m) as the constant of proportion
• test for every input into a function so that there is an output
• argue a function is a rule
• relate linear functions and equations and slope to solve problems and analyze situations
• recognize y=mx+b defines a linear function (straight line)
Performance Task Overview
Marriott International Inc. is remodeling some of their hotels and resorts across the country and are looking for a new, creative and safe balcony design they can use. They want a team of architects to design a safe balcony using proper measurements and dimensions and want you to provide them with your calculations in Excel. They would also like a virtual design of what the prospective balcony would look like in Google SketchUp. They want you to use Excel to create a linear equation that would create the dimensions of your balcony. They want you to show how different slopes would affect the height of your balcony and how different slopes and angles affect the safety of the balcony. You must put your calculations into Google SketchUp to virtually create a 3-D model of your balcony design. The Marriott has put out an add with their expectations and are going to select a few teams of architects to present their design to members of The Board of Directors. If after submitting your design you are chosen to present, your team must create an 8-10 minute presentation showing your Excel calculations and graph and your virtual design in Google SketchUp. You will be flown to Marriott headquarters in Bethesda, Maryland to present to The Board of Directors. If you prove to them that your design is the safest, most appropriate balcony for their resorts you and your team of architects will be paid accordingly for your design and it will be sent to a company to start building balconies designed by you!
Expectations
Absences: The student is expected to be in class everyday. If there is an absence, the student must visit the wiki to find class agenda, notes, and assignments. If there are questions please feel free to email me or stop by my room during my office hours. If the student happens to miss a quiz or test it may be made up but it is the students responsibility to schedule the date and time for this. If you are aware of an absence in advance, I expect that you will let me know and we will set up a schedule for completing the work that will be missed. In most cases, the work will be assigned before the absence and expected to be completed upon return to class.
Plagiarism: Plagiarism is the act of taking someone else's work and ideas and using them as your own. Please be aware that this can happen intentionally and accidentally. If you paraphrase or quote a person's work other than your own, you must give credit to them in the form of citations as well as in-text citations. Keep in mind that the consequence for plagiarism will be determined by the schools policy.
Assignments: Assignments are extremely important to be successful on assessments and in the classroom. They are expected to be completed in the time given. If a student feels like the deadline for completing an assignment is not enough, I am willing to extend the time period if given a reasonable arguement. Students can always revise homework assignments for additional credit, however the student must meet with the teacher to go over revisions before returning the assignment.
Classroom Expectations: Our classroom will follow the schools three rules: be responsible, be respectful and be safe. To implement them into the classroom students will be prepared for class, be on time for class, treat others and their property with respect, and use materials wisely.
Benchmarks 350 points
• Glogster (50 points): Students will graph and algebraically express linear functions and express their examples using Glogster. This virtual poster will show how a linear equation can be expressed in three ways: algebraically, graphically and in a table. In addition, the student can include the ordered pair relationship as a way to express the equation.
• Google Earth (50 point): Pick a ski mountain in North America and find it's elevation and distance of trails. Students will use Google Earth to find this information and see a visual picture. They will use this information to find the longest and steepest trail the ski mountain offers and continue to process for the rest of the mountains main trails. Students will inclue right triangles to find angles and slope.
• Comic Life (75 points): Students will choose a city (or two) and collect data on it's population over a long period of time. They will interpret and analyze the data and turn it into a comic strip story of the cities rise and fall of population. The story should be creative and well thought out.
• Podcast (50 points): Students will use Garage Band to create a podcast that persuades their audience that a function is a rule. They will use examples to argue their point. They can include real-life applications and equations but will mostly be explaining input and output relationships and relating one and two variables.
• iMovie (75 points): Write a song or skit that teaches fellow classmates how to solve and analyze linear equations. Students will include slope, y-intercept, and how to put it in correct form. They will also show how to graph a linear equation using x and y inputs. To finalize the project students will record their song or skit on iMovie and create a music video or short movie to show in class. Students may work in pairs on this project.
• Prezi (50 points): Create a presentation that shows equations of a line and what properties make a linear equation. Show examples that aren't linear equations and include why. Students will use specific examples that include properties of linear functions and will use Prezi to show their findings.
Performance Task (see above) (200 points)
Grading Scale
A (93 -100), A- (90 - 92), B+ (87 - 89), B (83 - 86), B- (80 - 82), C+(77 - 79), C (73-76), C- (70 - 72), D+(67 - 69), D (63 - 66), D- (60 - 62), F (0 - 59)
Office Location: Room 432
Office Hours: Blue Day 7:45-9:05
E-mail: ashley.godbout1@maine.edu
Summary of Unit
Functions are an extremely important tool in mathematics and have an abundance of use in the real world. Students will be able to learn how to show functions graphically and algebraically, and also be able to evaluate them. Students will be able to test for outputs using inputs and be able to show the relationship, arguing that a function is a rule. The students will learn this information and be formatively assessed using tools like Google Earth, Glogster, and iMovie. Using angle measurements and lengths students will be able to perform tasks like finding the slope of their favorite ski resort in North America and designing a balcony for Marriott Hotels across the country.Establish Goals
Common Core StandardsGrade Level: 8
Domain: Functions
Cluster: Define, Evaluate, and Compare Functions
Standards:
1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
2. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
3. Interpret the equation y = mx+b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.
Students will understand that
• a function is a rule that assigns to each input exactly one output.• functions have properties that can be represented algebraically, graphically, or verbally.
• the equation y=mx+b defines a linear function (straight line) and the constant of proportion (m) is the slope.
Essential Questions
• Why is there an input for every output when evaluating functions?• How can you solve systems of two linear equations?
• How can you explain y=mx+b?
Students will know
• Terminology: Slope, linear equation, linear function, x-cordinate,y-cordinate, origin, y-intercept form
• Formulas: y=mx+b, slope, y-intercept, input/output table
• Critical Details: Express relationship between two quantities,
interpret components of relationship (slope and y-intercept), tables,
understanding graphs
Students will be able to
• show functions can be represented algebraically, graphically and verbally• evaluate slope (m) as the constant of proportion
• test for every input into a function so that there is an output
• argue a function is a rule
• relate linear functions and equations and slope to solve problems and analyze situations
• recognize y=mx+b defines a linear function (straight line)
Performance Task Overview
Marriott International Inc. is remodeling some of their hotels and resorts across the country and are looking for a new, creative and safe balcony design they can use. They want a team of architects to design a safe balcony using proper measurements and dimensions and want you to provide them with your calculations in Excel. They would also like a virtual design of what the prospective balcony would look like in Google SketchUp. They want you to use Excel to create a linear equation that would create the dimensions of your balcony. They want you to show how different slopes would affect the height of your balcony and how different slopes and angles affect the safety of the balcony. You must put your calculations into Google SketchUp to virtually create a 3-D model of your balcony design. The Marriott has put out an add with their expectations and are going to select a few teams of architects to present their design to members of The Board of Directors. If after submitting your design you are chosen to present, your team must create an 8-10 minute presentation showing your Excel calculations and graph and your virtual design in Google SketchUp. You will be flown to Marriott headquarters in Bethesda, Maryland to present to The Board of Directors. If you prove to them that your design is the safest, most appropriate balcony for their resorts you and your team of architects will be paid accordingly for your design and it will be sent to a company to start building balconies designed by you!
Expectations
Absences: The student is expected to be in class everyday. If there is an absence, the student must visit the wiki to find class agenda, notes, and assignments. If there are questions please feel free to email me or stop by my room during my office hours. If the student happens to miss a quiz or test it may be made up but it is the students responsibility to schedule the date and time for this. If you are aware of an absence in advance, I expect that you will let me know and we will set up a schedule for completing the work that will be missed. In most cases, the work will be assigned before the absence and expected to be completed upon return to class.Plagiarism: Plagiarism is the act of taking someone else's work and ideas and using them as your own. Please be aware that this can happen intentionally and accidentally. If you paraphrase or quote a person's work other than your own, you must give credit to them in the form of citations as well as in-text citations. Keep in mind that the consequence for plagiarism will be determined by the schools policy.
Assignments: Assignments are extremely important to be successful on assessments and in the classroom. They are expected to be completed in the time given. If a student feels like the deadline for completing an assignment is not enough, I am willing to extend the time period if given a reasonable arguement. Students can always revise homework assignments for additional credit, however the student must meet with the teacher to go over revisions before returning the assignment.
Classroom Expectations: Our classroom will follow the schools three rules: be responsible, be respectful and be safe. To implement them into the classroom students will be prepared for class, be on time for class, treat others and their property with respect, and use materials wisely.
Benchmarks 350 points
• Glogster (50 points): Students will graph and algebraically express linear functions and express their examples using Glogster. This virtual poster will show how a linear equation can be expressed in three ways: algebraically, graphically and in a table. In addition, the student can include the ordered pair relationship as a way to express the equation.• Google Earth (50 point): Pick a ski mountain in North America and find it's elevation and distance of trails. Students will use Google Earth to find this information and see a visual picture. They will use this information to find the longest and steepest trail the ski mountain offers and continue to process for the rest of the mountains main trails. Students will inclue right triangles to find angles and slope.
• Comic Life (75 points): Students will choose a city (or two) and collect data on it's population over a long period of time. They will interpret and analyze the data and turn it into a comic strip story of the cities rise and fall of population. The story should be creative and well thought out.
• Podcast (50 points): Students will use Garage Band to create a podcast that persuades their audience that a function is a rule. They will use examples to argue their point. They can include real-life applications and equations but will mostly be explaining input and output relationships and relating one and two variables.
• iMovie (75 points): Write a song or skit that teaches fellow classmates how to solve and analyze linear equations. Students will include slope, y-intercept, and how to put it in correct form. They will also show how to graph a linear equation using x and y inputs. To finalize the project students will record their song or skit on iMovie and create a music video or short movie to show in class. Students may work in pairs on this project.
• Prezi (50 points): Create a presentation that shows equations of a line and what properties make a linear equation. Show examples that aren't linear equations and include why. Students will use specific examples that include properties of linear functions and will use Prezi to show their findings.
Performance Task (see above) (200 points)
Grading Scale
A (93 -100), A- (90 - 92), B+ (87 - 89), B (83 - 86), B- (80 - 82), C+(77 - 79), C (73-76), C- (70 - 72), D+(67 - 69), D (63 - 66), D- (60 - 62), F (0 - 59)